Wednesday, 30 September 2015

Periods 5/6 AP Lang 9/30/15

Good Afternoon AP Lang!


            1. Read aloud pages 49-51 in your textbook (LOC).
             
            2. Work with a partner or alone:
                  - Select/accept one of  the advertisements to work with.
                  - Complete the “ASSIGNMENT” noted on page 51 (one writing piece per partnership). 
                    ---Typical length (neatly hand-written) = 25 sentences

            3. Turn in at end of period.  Please be sure to put both names and period on the paper you turn in. Thanks!

Periods 3,4 English 11 American Lit 9/30/15


Good Morning America Literature Readers!
           
 Come with textbook in hand.  

Take turns reading a paragraph each aloud: “Of Plymouth Plantation” on pages 82-87;  work with a partner or alone to complete in your notebooks the Connect to Literature questions on page 88: 1. What do you think? AND Comprehension Check (3 bulleted questions).

Next  follow same procedure to read aloud pages 94-97, The Interesting Narrative of the Life of Olaudah Equiano; work alone or with a partner to complete in your notebook the Connect to Literature questions on page 98: 1. What do you think? AND Comprehension Check (3 bulleted questions); also the Think Critically Questions on the same page #2,4,5,6

Period 2 Creative Drama and Acting 9/30/15


            FIRST SCENE:  Have students take turns reading aloud ACTIVITY #2 on pages 24 and 25 of the text/workbook. Adjust numbers to fit attendance numbers.
            Erica and Stephanie will be co-directors for this scene. 
            They will assign two other students to set up the scene using the inner circle desks and fitting as nearly as possible to the diagram on page 25. 
            They will point a light (or just point a finger) to highlight each of the actors in turn.
            The scene needs to last at least 5 minutes (the directors may time with cell phone).
           
            SECOND SCENE:   Have students take turns reading aloud ACTIVITY #3 on pages 26 and 27 of the text/workbook. Adjust numbers to fit attendance numbers.
            Bandon and Jaycee will be co-directors for this scene. 
            They will assign two other students to set up the scene using the inner circle desks and fitting as nearly as possible to the diagram on page 26. 
            They will assign roles (there are no “fact” sheets mentioned on page 26) such as Flight Information desk attendant, security guard, flight dispatcher, pregnant passenger,  elderly person, child, child’s sibling…etc.
            The scene needs to last at least 5 minutes (the directors may time with cell phone).

Periods 5 & 6, AP Lang 9/29/15

Good Afternoon AP Lang Authors!

Today we'll finish what we started yesterday (rank ordering three essays at "low, medium, high."

We'll meet in Lit Circle groups and exchange places as/if desired (groups of 6/one group of 5).

We'll discuss in small groups what you notice in the "high" essay to emulate as you hone your composition skills this year.  Share out.

Periods 3,4 English 11 American LIterature, Tuesday, September 29, 2015

Good Morning American Literature Scholars!

Today:

1. Read pages 73-77; complete questions on page 78: 7 or 8 150-250 words in notebook.

2. Finish presentations!

Tuesday, 29 September 2015

Period 2 Creative Drama and Acting, Tuesday, September 29, 2015

Good Morning Actors!

Today:

1. Finalize your scenes.

2. Perform your scenes on stage.

3. Self-evaluate your scenes. Note: On back of the form, please write a thoughtful reflection regarding what went well and what could be improved/worked on for the next performance. (100-200 words/10-15 sentences)

4. Charades as time permits.

Monday, 28 September 2015

Periods 5,6 AP Lang, Monday, September 28, 2015

Good Morning AP Lang Scholars!

Hope your weekend allowed for some destressing time in the sunshine, as it did for Princess Fiona:



We'll begin with our current events sharing today; however, we'll use a slightly modified format:


  • Class will be divided into two groups. 
  • Circle up in each group.  
  • Share out your events in your group. 
  • Take 3 column notes on other students’ events.
  • Then go back and select (and list) for each person in the group one area of focus for next week (no overlap).   
  • Have a reason why you select the area you select! 
  • Be ready to explain your reason to the large group. 
  • Turn in your list to Miss Ostlund by end of period.
Heads up: Tomorrow we will work with textbook pages 35-57; we’ll also review Lit Circle book assignments and provide an opportunity for you to switch with someone in another grouping if both agree to the switch.  We will continue/finish our Chapter 2 discussion/activities as needed.  Keep reading and annotating for homework.  We'll get to the discussion of those articles soon.

Periods 3,4 English 11 American Literature , Monday, September 28, 2015

Good Morning American Literature Scholars!

Hope your weekend allowed for some destressing time in the sunshine, as it did for Princess Fiona:


Today we'll have Unit 1 Part 1 Assessment Presentations!

Why not volunteer to present first?

Remember to explain, rather than read.  Remember to relax and just tell us about your author.

Bring textbooks every day this week; we'll be working through Unit 1 Part 2.

Cheers!

Period 2 Creative Drama and Acting, Monday, September 28, 2015

Good Morning Actors!

Hope your weekend allowed for some destressing time in the sunshine, as it did for Princess Fiona:


Today we begin with the promised assessment related to some vital terminology of the stage! This is your chance to demonstrate  your mastery of these basic theater terms.

When all have completed the quiz, we'll turn our attention to creating the improv scenes:

Turn in a summary or bulleted list that details the basics of your scene.
Rehearse to be sure your scene is between 2-3 minutes in length.
Add/revise/edit as needed.

Tomorrow: Final improv scenes work time/rehearsal time (plus perhaps another activity or two as time allows).

Note: Friday is our field trip!!! We depart from the main entrance at 8:35 am!!

Friday, 25 September 2015

Periods 5,6 AP Lang: Friday, September 25, 2015

Good Afternoon Royal Scholars!

We have a shortened period today; consequently, we will wait with the Lit Circle introduction until Monday.


Today we will be in the lab for several reasons:
1.     Finish your JEOPARDY assignment if you did not finish on Wednesday.
2.     Play your Jeopardy game ALL THE WAY THROUGH!!!!! to check for any typo’s or other errors (correct them) and to see if you can do it!  If it seems too difficult for you to do, you’ll need to go back and make changes so that it is more manageable (yet not too easy)!
3.     Next go to the link for your class noted below to join your online vocabulary class:

http://vocab.com/join/RYD33N        Period 5 link

http://vocab.com/join/3ZPSCAN     Period 6 link

Next go to the link below and complete the word list #1:

                   Word List Link:   http://vocab.com/lists/773252

                                              AP Lang & Comp List #1 9/15

                                                                       Words to know & love for AP Lang: List #1

4.     Finally, use any remaining time to finish taking notes on the homework assignment and/or reading the next homework assignment (see previous blog post for details as needed.

Have a great weekend!

Periods 3,4 English 11 American Lit: Friday, September 25, 2015

Good Morning American Literature Scholars!

Today is the day to finish your Native American author project planning and PPT (GoogleSlides)!

Use your time well.
If you do not finish in class today, you'll need to finish by Monday morning.
Share your file with me TODAY! I'll come around to help if needed.

Exit ticket for today: Complete the self assessment and turn in at ending bell today.


Assessment/Project Scoring Reminder:
10% on time submission of completed PPT (10 points)
10% effective use of images (10 points)
10 % effective use of work periods and teamwork (10 points)
20% PPT meets expectations (20 points)
50% presentation to class (50 points)

Exit ticket for today:

I  used _____% of my time well today on the project; consequently, I would give myself a ____ out of 10 for use of work time and teamwork for today.

Here is a quick summary of what I have completed: ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Here is what I still need to do to complete the projcect and be ready to present Monday: 
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Wednesday, 23 September 2015

Periods 5,6 AP Lang Wednesday, September 23, 2015

Looking ahead at HOMEWORK =)  for the next 9 days:

  • Homework for Thursday (9/24/15): Read and take notes on pages 35-57; be ready to discuss.
  • Homework for Friday (9/25/15): Read and annotate via post-it notes (1 per page minimum) pages 260-274
  • Homework for Monday (9/28/15): Read and annotate via post-it notes (1 per page minimum) pages 276-281
  • Homework for Tuesday (9/29/15): Read and annotate via post-it notes (1 per page minimum) pages 283-288
  • Homework for Wednesday(9/30/15): Read and annotate via post-notes (1 per page minimum) pages 289-294
  • Homework for Thursday (10/1/15): Read and annotate via post-it notes (1 per page minimum) pages 296-297
  • Homework for Friday(10/2/15): Write a thoughtful 1 page essay on "How to make difficult ethical decisions"
  • Homework for Monday (10/5/15): Be ready for Lit Circle discussion #1 on the first 1/5 of your assigned book and role.
  • Homework for Tuesday (10/6/15): Be ready for Lit CIrcle discussion #2 on the second 1/5 of your assigned book and role.
Today in class you will work with a partner to create a jeopardy game that we'll use to review important AP Lang terms and related vocabulary!  You will create the game and lead the game when the day arrives to play the games!

https://jeopardylabs.com/

IMPORTANT: Don't lose all your hard work..... be sure to copy, save, email me the confirmation page for your jeopardy game.

Naming protocol for Title of Jeopardy Game:  Period 6 Suzy Q. and Bill W. paradigm-zeugma

Subject line for the email to me: Period 6 Suzy Q. and Bill W. paradigm-zeugma

What you email me will look something like this:




You're Done!

To play go here: jeopardylabs.com/play/ap-loc-chapter-2-terms. Don't forget that address because we can't recover it for you!
If you ever want to edit this template, go to jeopardylabs.com/edit/ap-loc-chapter-2-terms
Bookmark this page for future reference.

Link to your jeopardy template

  • Regular Web Address - for web browsers, email, and instant messages:
    http://jeopardylabs.com/play/ap-loc-chapter-2-terms
  • HTML Link - for websites and blogs:
    <a href="http://jeopardylabs.com/play/ap-loc-chapter-2-terms">My Jeopardy Template</a>





Coming up this Friday: Let's talk about philosophy; let's talk about life lessons; let's talk about what's important in life; and let's talk about how to make arguments; and let's talk about effective decision-making! Let's talk in lit circles!




Period 2 Creative Drama and Acting Wednesday, September 23, 2015

On stage!

Improv!

Groups.

Play. Listen. Relax. Have fun.

Periods 3,4 American Literature Wednesday, September 23, 2015


Unit One Part 1 Assessment

Native American Author Presentation Project:
  • Work alone or with a partner (20 Authors on master choice list)
  • Approximately 3 minutes per person (3-6 minutes = typical length of presentation)
  • Create a PPT: 20-30 slides(10-15 per person in team)
  • Include 10 or more relevant or complementary images throughout the presentation
  • Include biographical information of interest and importance about your selected Native American author (no overlap of authors)
  • Include excerpts from most well known writings (3 or more); also introduce each excerpt; also explain why you picked each excerpt.
  • Include what makes this person’s writings noteworthy, interesting, memorable, great (your opinions plus expert reviewers opinions)
  • Final slide should include a list of links referenced.
  •  Work days: Wednesday, Friday
  • Presentations due (email PPT to Miss Ostlund by Monday morning at 8:30 am)
  • Scoring: 10% on time submission of completed PPT; 10% effective use of images; 10 % effective use of work periods and teamwork; 20% PPT meets expectations; 50% presentation to class

20 Native American Authors You Should Read
November is Native American Heritage Month, a celebration meant to give recognition to the significant contribution the native peoples have made to the history, culture, and growth of the United States. One way to get into the spirit of things is by reading works by some of the greatest Native American authors from the past century. Some of their works will shed light on activism, culture, and history, some expose the challenges of living on reservations or establishing an identity in the modern world, and all are beautiful, well-written pieces of poetry, prose, and non-fiction that are excellent reads, regardless of the heritage of their authors. This list touches on just a few of the amazing Native American authors out there and can be a great starting point for those wanting to learn more throughout this month and the rest of the year.
1.     Sherman Alexie:
Sherman Alexie is one of the best known Native American writers today. He has authored several novels and collections of poetry and short stories, a number of which have garnered him prestigious awards, including a National Book Award. In his work, Alexie draws on his experiences growing up on the Spokane Indian reservation, addressing sometimes difficult themes like despair, poverty, alcoholism, and Native American identity with humor and compassion. As a result, no survey of Native American literature is complete without Alexie’s work.
A key figure in the first wave of the “Native American Renaissance” (a term fraught with controversy, but that’s another discussion), Silko is an accomplished writer who has been the recipient of MacArthur Foundation Grants and a lifetime achievement award from the Native Writers’ Circle of the Americas. Her most well-known work is the novel Ceremony, in which she draws on her Laguna heritage to tell the story of a WWII veteran returning home from the war to his poverty-striken reservation. She has written numerous novels, short stories, and poems in the years since, and remains a powerful figure in American literature.
Growing up on reservations helped inspire some of the work of this writer and professor, and she honed her gift for the written word at UC Berkeley while earning her M.A. in English. Her novel The Jailing of Cecelia Capture was nominated for a Pulitzer and is perhaps her best-known work, though her Bloodlines: Odyssey of a Native Daughter is a close runner up, earning her the American Book Award. Both novels, one fiction and one non-fiction, are essential reads for anyone trying to understand the modern Native American experience.
4.    Paula Gunn Allen:
Paula Gunn Allen made an impact on both fiction and poetry, and on the anthropological understanding of Native American culture, making her a must-read for anyone exploring Native American literature. Among her fictional work, The Woman Who Owned the Shadows, her only novel, is a must-read, as is her collection of poems, Life Is a Fatal Disease. Both were inspired by Pueblo oral traditions and stories. Allen also produced impressive non-fiction work, perhaps most notably her book The Sacred Hoop: Recovering the Feminine in American Indian Traditions, a controversial work in which she argues that women played a much larger role in Native societies than was recorded by the largely patriarchal Europeans in their writings.
5.    Vine Deloria Jr.:
One of the most outspoken voices in Indian affairs for decades, Vine Deloria’s writings helped to redefine Native activism in the 60s and 70s. He is perhaps best-known for his book Custer Died for Your Sins: An Indian Manifesto, which upon its publication in 1969 generated unprecedented attention to Indian issues. He would go on to write more than 20 books, addressing stereotypes, challenging accepted ideas of American history, and helping the American Indian Movement to gain momentum.
6.    N. Scott Momaday:
A writer, teacher, artist, and storyteller, N. Scott Momaday is one of the most celebrated Native American writers of the past century. His novel, House Made of Dawn, is widely credited with helping Native American writers break into the mainstream and won Momaday the Pulitzer Prize for Fiction in 1969. Since then, he has published several more novels, collections of short stories, plays, and poems and has been honored with numerous awards, including a National Medal of Arts and a Lifetime Achievement Award from the Native Writers’ Circle of the Americas. He was also made Poet Laureate of Oklahoma.
7.    Duane Niatum:
Professor Duane Niatum has dabbled in everything from playwriting to essay writing, but he is best known for his poetry. His epic lyric poems draw on both the work of great Western poets and his native S’Klallam cultural heritage. Some of his best work can be found in his collections The Crooked Beak of Love and Song for the Harvester of Dreams (which won the American Book Award).
8.    Gerald Vizenor:
Gerald Vizenor is one of the most prolific Native American writers, having published more than 30 books to date. In addition to teaching Native American Studies at UC Berkeley for several years, Vizenor has produced numerous screenplays, poems, novels, and essays. His novel Griever: An American Monkey King in China, a story that takes Native mythology overseas into a Chinese setting, won him the American Book Award in 1988. His latest novel, Shrouds of White Earth, also won him the same award, and he continues to be a leading figure in Native American literature today.
9.    Louise Erdrich:
During her long literary career, Louise Erdrich has produced thirteen novels, as well as books of poetry, short stories, children books, and a memoir. Her first novel Love Medicine won her the National Book Critics Circle Award in 1984, and would set the stage for her later work, The Plague of Doves, which was a finalist for a Pulitzer Prize. Erdrich’s work centers on Native American characters, but draws on the literary methods and narrative style pioneered by William Faulkner.
Considered one of the founding authors in the Native American Renaissance, Welch was one of the best-known and respected Native American authors during his lifetime. The author of five novels, his work Fools Crow won an American Book Award in 1986 and Winter in the Blood has been named as an inspirational work by many other authors. Welch also published works of non-fiction and poetry, and even won an Emmy for the documentary he penned with Paul Stekler called Last Stand at Little Bighorn.
11.  Barney Bush:
Bush is an author, creative writing professor, and musician. During the 1960s, Bush was a well-known activist in the American Indian Movement, protesting, organizing, and writing to bring attention to Indian issues. Yet Bush is best known for his poetry, much of which is musical and spoken. His poems touch on themes like identity, cultural conflict, social struggle, and the disintegration of traditional values, and can be found in both recorded and written forms.
12. Joy Harjo:
While Harjo has written memoirs, screenplays, and children’s books (as well as numerous musical works), she’s primarily known as a poet. She honed her poetic skills at Iowa’s prestigious Writers’ Workshop and is one of the most lauded Native American poets working today. Some of her best-known collections of poetry include In Mad Love and War, which won the American Book Award and the William Carlos Williams Award, The Woman Who Fell from the Sky, and A Map to the Next World: Poetry and Tales. While Harjo’s work does address her native culture, she also explores her struggles as an individual and a woman, which makes her work accessible to readers from any background.
Another notable Native American poet working today is Simon J. Ortiz. Ortiz has published short fiction and non-fiction prose, but his poetry is perhaps his most evocative and well-known work. Much of Ortiz’s work focuses on modern man’s alienation, from others, himself, and his environment. His work From Sand Creek: Rising In This Heart Which Is Our America received the Pushcart Prize in poetry, though his 1992 book of prose and poetry, Woven Stone, is also among his more important publications.
northSun is a celebrated Native American poet and activist who has won numerous accolades during her career. She has published five collections of poetry and one non-fiction book documenting tribal history. Her poetry can be characterized as both funny and brutally honest, focusing on native life both on and off the reservation. Those looking to learn more about her work should check out one of her most recent collections, love at gunpoint, as well as her earlier work Diet pepsi and nacho cheese.
While thus far all of the writers featured on this list have been modern, it wouldn’t be a complete list without including Eastman, whose early works on Native American history helped to redefine how Americans looked at the past. Eastman was the first author to address American history from a native point of view, writing a number of books that detailed his own past as well as Native American culture and history. Must-reads include Deep Woods to Civilization and The Indian Today: The Past and Future of the First American.
Another early standout among Native American authors is John Joseph Mathews. A historian and novelist, he would become an important voice for the Osage people. His first book, Wa’kon-tah: The Osage and The White Man’s Road would become an instant bestseller, but he is best known for Sundown, a semi-autobiographical novel about a young man who feels estranged from tribal life after returning from college and military service. Mathews also played a key role in helping to preserve the culture of the Osage people, documenting numerous stories and oral histories in his The Osages: Children of the Middle Waters.
Diane Glancy is another Iowa Writers’ Workshop grad, today teaching Native American literature and creative writing as well as devoting much of her time to writing. She has penned a large number of poetry, plays, non-fiction, and novels over her career, several of which have won prestigious awards, including the American Book Award, the Pushcart Prize, and the Capricorn Prize for Poetry. Glancy uses realistic language and vivid imagery in her work to address subjects such as spirituality, family ties and her identity as a person of mixed blood. Those who are new to Glancy’s work should start with Claiming Breath, Lone Dog’s Winter Count, Primer of the Obsolete, or Iron Woman.
Winona LaDuke is an author, speaker, economist, and activist who after graduating from Harvard has dedicated much of her life to protecting native culture. While she is perhaps best known for her activism and political involvement (LaDuke was the vice presidential candidate with Ralph Nader in 1996 and 2000), she’s also an accomplished author. Among her works are one novel, Last Standing Woman, and two non-fiction books, All Our Relations: Native Struggles for Land and Life, an excellent primer on the movement to reclaim tribal lands, and Recovering the Sacred: The Power of Naming and Claiming, which looks at traditional beliefs and practices.
Wendy Rose is an artist, writer, and anthropologist, currently working as a professor at the University of California, Berkeley. Rose’s work tends to focus on her mixed heritage, which often made her feel both alienated from the Hopi people and whites, as well as issues of ecology, feminism, and politics. One of Rose’s best known and most analyzed poems is “Truganinny,” the tale of a young aboriginal woman who was the last of her kind. That poem can be read online, but fans of Rose would be remiss not to also explore her collection of poems Lost Copper, which was nominated for a Pulitzer Prize.
David Treuer, a professor of literature and creative writing at the University of Southern California, is known for stories that defy the stereotypes of Native American literature. His first novel, Little, was published in 1995, and he has since written several works of fiction, non-fiction essays, and short stories. Treuer gained recognition in 2006 for The Translation of Dr. Appelles. The novel focuses on a Native American scholar who lives alone, translating an unnamed language, and trying to make sense of his own personal history. Truer is also known for a controversial collection of essays titled Native American Fiction: A User’s Manual, which challenges the work of great Native American writers like Sherman Alexie and Louise Erdrich. Treuer argues that the genre of Native American literature should be viewed as part of the larger canon of American literature rather than an artifact of historic Native culture.
Top of Form


Tuesday, 22 September 2015

Periods 5,6 AP Lang Tuesday, September 22, 2015

Good Morning!

We will journey to the media center computer lab today to set up two accounts which allow you to hone your grammar, usage, writing, thinking skills as you prepare for the ACT, for the AP Exam, for college, and for life!

First:

number2.com

Create account for ACT; record your login and password in your class notebook (lecture notes section); complete 25 Vocabulary Words (check menu tab on the website for the Vocab link)

Next:

http://bcs.bedfordstmartins.com/exercisecentral/Exercises
 
Create account for "comprehensive study plan."

Go to menu on left side of website;

Complete the following exercises:

Coordination Overview: 519, 713, 805, 961, 114, 581
Coordinating Two or More Ideas: 4, 518, 521, 614
Parallelism: 116, 376, 580
Creating Parallelism: 246, 250, 579

If you run out of time, complete the above exercises as homework.


Periods 3,4 American Literature English 11 Tuesday, September 22, 2015

Good Morning!

Yesterday we did not have enough time to fully engage the online resources at number2.com and at Exercise Central 3.0; consequently, we will have part 2 of this lesson today!

1. You should have registered for number2.com yesterday and completed working through at least 15 vocabulary words.

2. You should have registered (on Miss Ostlund's computer) for the Exercise Central 3.0 exercises website, and you should have completed the 5 exercises noted on yesterday's blog post.

Today: Go to the Exercise Central 3.0 website by copying and pasting this link:

http://bcs.bedfordstmartins.com/exercisecentral/Exercises

Work through thoughtfully and thoroughly the following exercises related to pronouns.  Note Pronoun use is heavily tested on the ACT. Note: You will likely be able to finish in class (assuming you use your time well); if you run out of time, finish as homework for tomorrow.

 Pronoun Case Exercises
 LEVEL TWO
88 Pronoun case Multiple Choice
238 Pronoun case Multiple Choice
353 Pronoun case Multiple Choice
354 Who, whoever, whom, whomever Multiple Choice
363 Clear pronoun reference Multiple Choice
569 Pronoun case Multiple Choice
570 Pronoun reference Multiple Choice

Pronoun-Antecedent Agreement
LEVEL TWO
87 Pronoun-antecedent agreement Multiple Choice
236 Pronoun-antecedent agreement Multiple Choice
360 Pronoun-antecedent agreement Multiple Choice
571 Pronoun-antecedent agreement Multiple Choice                               




Period 2 Creative Drama and Acting Tuesday, September 22, 2015

Good Morning!

Quiz today!  Woo hooo!

This is a chance for you to demonstrate your understanding of the 7 elements of improvisation; simply explain why each element is important in creating successful improvisational scenes.

As time allows, we will venture to the auditorium for partner improvisation scenes based on 1 sentence starter prompts.  Have fun! Relax! Play!

Monday, 21 September 2015

Period 2 Creative Drama and Acting Monday, September 21, 2015

https://www.youtube.com/watch?v=MUO-pWJ0riQ

Quiz tomorrow!

Explain why each of the seven "rules" from THE WAY OF IMPROVISATION are important. Note: I will give you a list of the seven; you do not need to memorize them!

Periods 3,4 Monday, September 21, 2015

Good Morning!

We will journey to the media center computer lab today to set up two accounts which allow you to hone your grammar, usage, writing, thinking skills as you prepare for the ACT, for college, and for life!

First:

number2.com  

Create account for ACT; record your login and password in your class notebook (lecture notes section); complete 15 Vocabulary Words (check menu tab on the website for the Vocab link)

Next:

http://bcs.bedfordstmartins.com/exercisecentral/Exercises
 
Create account for "comprehensive study plan."
Go to menu on left side of website; select BASIC GRAMMAR/Parts of Speech/Identifying Parts of Speech:

Complete the following exercises:

 LEVEL TWO
71 Nouns, pronouns, and verbs Multiple Choice
75 Adjectives and adverbs Multiple Choice
346 Identifying verbs, nouns, and pronouns Multiple Choice
347 Identifying adjectives, adverbs, and pronouns Multiple Choice
348 Identifying conjunctions and prepositions Multiple Choice

Friday, 18 September 2015

Periods 5,6 Friday, September 18, 2015

Good Afternoon Scholars!

Happy Friday!

Reminder: Monday is Current Events Monday!  Bring in two articles to share out!

Today:


1. AP Vocabulary team "game" --- (30 minutes)
        We'll form 6 groups.
        Move desks so that the top surfaces are touching each other and no books or other items are on the surfaces (only the game grid and the answer pieces)
        Divide up the pieces so each member has approximately the same number.
        Read one aloud at a time, and decide where each piece fits on the grid.
        Tape or glue each piece on the grid once you have decided proper placements.
        You may use your notecards and your textbook if you like.

2.  Small group Princess Diana rhetorical analysis (35 minutes)
       Finish the work from yesterday and turn in (we may have time to share out).

Have a great weekend!


Periods 3,4 Friday, September 18, 2015

Good Morning and Happy Friday!

Reminder: Short writing piece due Monday on SMOKE SIGNALS compared/contrasted to one of the textbook selections we read so far this trimester.

Today:


We'll be working in the Media Center at the computers (Blue Lab):
 
Read the short story “The Shawl” by Louis Eldrich that can be found online at http://www.newyorker.com/magazine/2001/03/05/the-shawl-2
The story is approximately 4 word-processed pages long.
1. Read the first two half of the story (approximately ½); then answer the first set of questions (word process your answers so that you will be able to print and turn in):
1. Having read the first paragraph, what kind of mother is Aanakwad? What kind of wife is she? How can you tell?
2. What kind of sibling and daughter is the oldest sister? How can you tell?
3. Who does she take with her?
4. Who does she leave behind?
5. What object does the older sister have with her?
6. The father is sick, how do you know this? Do you think that it would have been expressed better through this description or through direct telling? What effect does the expression have on you as a reader?
7. There is foreshadowing in the first part of this story. What is foreshadowed? Something good or bad? How can you tell?
Now read the remaining part of the story silently; then answer the following questions:
A.    What are the black shadows?
B.    Do you think the narrator blames them or mankind? Why?
C.    What happened to the sister?
D.   What alerts the little boy that something has happened to his sister? (The answer here is the shawl, which is important to point out since it is a central object in the story)
E.    What does the father fear that Aanakwad did to the oldest sister?
F.    How is this crime similar to that committed against the little boy?
G.   At the end of page 3 the narrator turns to first person. Who do you think is speaking? Why do you think there is a change in narration? What does this do for the story?
H.   What is ishkobe waboo? How do you know?
I.      How is this new narrator similar to the oldest sister from the previous story?
J.     What does the narrator think of the father? What kind of parent is this father?
K.   What does the narrator decide to do about his father?
L.    Why is the shawl important to this new story? What happens to it? What was its primary focus in the story? (Here, might want to focus on how the shawl carries more meaning than a piece of clothing. Also, may want to talk on the fact that it ties in two separate stories together.)